EDC 102 F08 Fnl Prj Eval - Marisa M Research Question: How do extracurricular activities influence student achievement? Contributed by: Marisa Merola
Editorial:
Douglas B. Reeves promotes educational leadership in the article, “The Extracurricular Advantage”. This article discusses the advantage that extracurricular activities have on academic enhancement. It is possessed that educational advisors and teachers should consider all aspects of their students and to not remain confined to just what goes on inside of the classroom. Although not proven, it has been researched that there is a strong connection between student involvement in extracurricular activities and improved academic performance, attendance and behavior. Woodstock High School in Woodstock, Illinois is one school who researched this correlation. Woodstock’s schools were able to show that there has been a dramatic increase in more than 400 percent in five years in student participation in extracurricular activities and how failure rate has decreased, along with graduation rate increasing. Tafoya from Woodstock High School stated, “If we have six or seven students interested in something, we’ll start a new club. We want students to find a reason to get up and come to school. Whatever trips their trigger is what our teachers and administrators are willing to do.” Although parents do fear that extracurricular distract children from school work, the data from Woodstock suggests the opposite. Although it has not been concluded that extracurricular's help with the success of students, it does not harm academic performance.
I was very pleased when I finished reading this article; Douglas B. Reeves seems to be right on task when it comes to helping me support my research question. Reeves stated the truth that there is no way to directly prove that student involvement increases academic performance, but that it defiantly does not hurt. Student involvement in clubs, sports and other activities makes the students want to come to school in the morning. It serves as a motivation for students to get through the sometimes boring school day, in order to make it to the after school activity that they enjoy so much. This article suggests that there is peer pressure but in a good way, to motivate students that they are needed for the team. Reeve’s article helped my understanding of the importance of extracurricular activities a little bit more.
Fredricks, J. A., & Eccles, J. S. (2006). Is extracurricular participation associated with beneficial outcomes? Concurrent and longitudinal relations. Developmental Psychology, 42(4), 698-713.
Scholarly Journal:
Jennifer A. Fredricks and Jacquelynne S. Eccles are the intelligent authors of the article, “Is Extracurricular Participation Associated with Beneficial Outcomes? Concurrent and Longitudinal Relations” In this article, the authors examine the relationship between the range of high school extracurricular activities and the outcomes in the adolescence. The groups of young children that are being looked at in this article are groups of eleventh grade students. The students are looked at on how they perform in school clubs and sports activities, and the effect it has against them with drugs and alcohol use. It is shown that with the participation of these sports links an educational status and civic engagement to stay involved in these sports even after high school has come to an end. The University of Maryland and Connecticut College are the founders of these statistics in this article. In this article, it suggests that there is a growing question about whether extracurricular activities actually have an effect on children or if they are simply a waste of time. It has been shown that there may be many cases to why students do not achieve well in school, boredom, school disengagement, and students not being supervised well enough. But scholars and youth policy has come to the conclusion that participation in sports, clubs or any after school activity is productive use of the students free time and it gives the children another place to become involved in a more fun and interactive way, and it can provide distinct opportunities for growth and development. (Eccles & Gootman, 2002; Holland & Andre, 1987; Larson, 2000) Activity participation has been positively linked to academic outcomes, including grades, test scores, school engagement, and educational aspirations (Cooper, Valentine, Nye, & Lindsay, 1999; Eccles & Barber, 1999; Marsh & Kleitman, 2002) As well as increased self confidence and lowered the depression ratings significantly because afterschool activities gives children a place to relieve their stress. And as surprisingly enough, Fredricks and Eccles found out that the more involved one is in high school activities, the more likely they are to go to college and have more favorable mental health. Although in this article there is a paragraph that discusses some negative effects of extracurricular, such as alcohol use, that is only a small percentage and the majority in this article believes that extracurricular activities lead to great and outstanding possibilities.
I believe that Jennifer A. Fredricks and Jacquelynne S. Eccles were able to prove their article that extracurricular participation is beneficial and has concurrent and longitudinal relations. Everything that has been said in the article has had a connection with my previous article about how activities in high school only better a student. Although in their article there was a paragraph about how some sports activities lead to alcohol, I do not believe that to be true. I think that is a false statement because sports teams get drug tests periodically and if the member of a sports team is serious, they would not abuse alcohol and let their entire team down. I believe that extracurricular activities gives students something to do instead of experimenting with drugs. When participating in an after school activity, it is time consuming which leaves no time for fooling around with drugs or alcohol. I was surprised when college attendance was related to high school activities, but after reading it I am able to understand more about why researchers would believe that to be true. I think that this article did a great job supporting my question of if extracurricular activities increase academic performance.
Barber, B. L., Stone, M. R., Hunt, J. E., & Eccles, J. S. (2005). Benefits of activity participation: The role of identity affirmation and peer group norm sharing. In J.Mahoney, R. W.Larson, & J. S.Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs (pp. 185–210). Hillsdale, NJ: Erlbaum.
<A href="">Is Extracurricular Participation Associated With Beneficial Outcomes? Concurrent and Longitudinal Relations.</A>
News Source:
Brian J. Howard of The Journal News, composed the article, “A Throwback to the 1800’s” This article is not just about the past, it is about the correlation between extracurricular programs and education. In Carmel, New York, the seventh grade baseball team brings the game to a whole new level. “What we do is, we learn about 19th century baseball before there were the major leagues, before there was the Babe Ruth’s or any famous stars.” The school’s baseball team took turns reenacting the wartime existence of Continental soldiers to delving into the daily lives of Civil war-era players who worked hard to spread awareness across New York. The Carmel team wore replica uniforms when they played and the teacher Keith Reilly proudly explained that they used living history in baseball in order to make it interesting and to learn about culture. Reilly “thinks it is important for the students to understand the importance of sports in order to understand culture.” The students were able to bring patriotism into the game of baseball and incorporate learning in afterschool activities.
I believe that this article is a great way to show how extracurricular activities help with academic improvement. In this article it is proven that activities such as sports are taken to another level and incorporate learning into their everyday practices and games. Schools are really trying to target students to learn in ways other than inside of the classroom. I think that when learning is brought to a fun and relaxed environment, it is easier for the students to learn because there is not as much pressure. I would love to learn in a fun way, because it would allow me to remember circumstances where I was learning, in order for memorization to be easier. Brian J. Howard demonstrated this article very well and has helped me prove my point that academics are a positive aspect of after school programs.
Howard, B. J. A throwback to the 1800's. The Journal News, 1.
ERIC Digest:
The Afterschool Alliance in Washington, D.C supports how after school programs have improved grades and increased student attendence within the article, "Afterschool and School Improvement". After school programs such as student led organizations, clubs, sports and homework centers are proven to enhance student's knowledge and improve a school's performance. It has been shown that after school activities are key elements in turning around an under-performing school. This is because when the state or Congress see's after school programs, it indicates that the school is trying to better its students. In this article, the superintendent of Philidelphia and the governer of Virginia have used afterschool programs to turn their school districts around, and Congress then recognizes these benefits. More than 7,000 schools in the United States are under the "Need Improvement" category, according to the State Department of Education, and these programs help. The Afterschool Alliance looked at a National Associatation survey and principals say these programs have improved academic performance, provided safe enviornments and helped the school connect with the community. Since 1982 the United States Department of Education has had a Blue Ribbon Success award which awards schools of their achievments, and the ones with the great after school clubs and activities are looked at highly for this award. About 264 schools in the United States have achieved this award in 2001 and it is hoping to increase over the years.
I believe that this article states a lot about after school programs. In my attempt to research why after school programs are successful, I have not found the imformation that i have in this article. Reading and understanding that after school programs benefits the school's profile is surprising to me, although seems to make sense overall. I agree with this article for the most part, but I do not believe that schools should just provide these activities in order to recieve a good repuatation, schools should be offering these activities because they want their students to do well. What was similar to the other articles is that other principals and departments of education feel the same way about the student organizations, that they are helpful in academic improvement. I have found that the majority of all of the articles I have researched believe extracurriculars improve education. This article was able to help me out a lot in supporting my overall research question.
Afterschool and School Improvement. . (2008).Afterschool Alliance, 2.
Robert Goerge, Gretchen R. Cusick, Miriam Wasserman, and Robert Matthew Gladden are the authors of "After-School Programs and Academic Impact: A Study of Chicago's After School Matters" in Chaplin Hall Center For Children. This article discusses Chicago's After School Matters (ASM) program and how it effects children. It has been shown that after-school programs for students have become increasingly high and promote positive youth development (Eccles & Gootman, 2002; Simpkins, 2003). Although this article does state that after school programs may serve for negative behavior, such as sexual activity and promoted drinking, faculty and staff of the Chicago schools believe that the negative effects do not compare to the countless positive effects of these programs. These after-school activities are not focused to create a better curriculum, but they tend to do so by their motives. The Chicago's After School Matters program is intended to help students with homework and focus on academic related topics outside of the classroom, and this program has been very successful for the school and its students. The program is one of the largest of its kind for high school students and has led to decreasing the rate of drop out students. This article shows how extracurricular activities are important to a school and it provides a direct correlation to academics and activities.
I believe that Robert Goerge, Gretchen R. Cusick, Miriam Wasserman, and Robert Matthew Gladden did a great job on introducing Chicago's After School Matters program. The authors were able to introduce the program and how and why it has been so successful. This article, which was produced in January of 2007 supports the extracurricular program and how it betters students. Although the article did speak about negative aspects of extracurricular's the positives seem to override the negative in this situation. I believe that this article focused on exactly what I needed in order to support my research question.
Goerge, R. (2007, January). After- School Programs and Academic Impact: A Study of Chicago's After School Matters. Chapin Hall, 7.
Research Question: How do extracurricular activities influence student achievement?
Contributed by: Marisa Merola
Editorial:
Douglas B. Reeves promotes educational leadership in the article, “The Extracurricular Advantage”. This article discusses the advantage that extracurricular activities have on academic enhancement. It is possessed that educational advisors and teachers should consider all aspects of their students and to not remain confined to just what goes on inside of the classroom. Although not proven, it has been researched that there is a strong connection between student involvement in extracurricular activities and improved academic performance, attendance and behavior. Woodstock High School in Woodstock, Illinois is one school who researched this correlation. Woodstock’s schools were able to show that there has been a dramatic increase in more than 400 percent in five years in student participation in extracurricular activities and how failure rate has decreased, along with graduation rate increasing. Tafoya from Woodstock High School stated, “If we have six or seven students interested in something, we’ll start a new club. We want students to find a reason to get up and come to school. Whatever trips their trigger is what our teachers and administrators are willing to do.” Although parents do fear that extracurricular distract children from school work, the data from Woodstock suggests the opposite. Although it has not been concluded that extracurricular's help with the success of students, it does not harm academic performance.
I was very pleased when I finished reading this article; Douglas B. Reeves seems to be right on task when it comes to helping me support my research question. Reeves stated the truth that there is no way to directly prove that student involvement increases academic performance, but that it defiantly does not hurt. Student involvement in clubs, sports and other activities makes the students want to come to school in the morning. It serves as a motivation for students to get through the sometimes boring school day, in order to make it to the after school activity that they enjoy so much. This article suggests that there is peer pressure but in a good way, to motivate students that they are needed for the team. Reeve’s article helped my understanding of the importance of extracurricular activities a little bit more.
Fredricks, J. A., & Eccles, J. S. (2006). Is extracurricular participation associated with beneficial outcomes? Concurrent and longitudinal relations. Developmental Psychology, 42(4), 698-713.
Scholarly Journal:
Jennifer A. Fredricks and Jacquelynne S. Eccles are the intelligent authors of the article, “Is Extracurricular Participation Associated with Beneficial Outcomes? Concurrent and Longitudinal Relations” In this article, the authors examine the relationship between the range of high school extracurricular activities and the outcomes in the adolescence. The groups of young children that are being looked at in this article are groups of eleventh grade students. The students are looked at on how they perform in school clubs and sports activities, and the effect it has against them with drugs and alcohol use. It is shown that with the participation of these sports links an educational status and civic engagement to stay involved in these sports even after high school has come to an end. The University of Maryland and Connecticut College are the founders of these statistics in this article. In this article, it suggests that there is a growing question about whether extracurricular activities actually have an effect on children or if they are simply a waste of time. It has been shown that there may be many cases to why students do not achieve well in school, boredom, school disengagement, and students not being supervised well enough. But scholars and youth policy has come to the conclusion that participation in sports, clubs or any after school activity is productive use of the students free time and it gives the children another place to become involved in a more fun and interactive way, and it can provide distinct opportunities for growth and development. (Eccles & Gootman, 2002; Holland & Andre, 1987; Larson, 2000) Activity participation has been positively linked to academic outcomes, including grades, test scores, school engagement, and educational aspirations (Cooper, Valentine, Nye, & Lindsay, 1999; Eccles & Barber, 1999; Marsh & Kleitman, 2002) As well as increased self confidence and lowered the depression ratings significantly because afterschool activities gives children a place to relieve their stress. And as surprisingly enough, Fredricks and Eccles found out that the more involved one is in high school activities, the more likely they are to go to college and have more favorable mental health. Although in this article there is a paragraph that discusses some negative effects of extracurricular, such as alcohol use, that is only a small percentage and the majority in this article believes that extracurricular activities lead to great and outstanding possibilities.
I believe that Jennifer A. Fredricks and Jacquelynne S. Eccles were able to prove their article that extracurricular participation is beneficial and has concurrent and longitudinal relations. Everything that has been said in the article has had a connection with my previous article about how activities in high school only better a student. Although in their article there was a paragraph about how some sports activities lead to alcohol, I do not believe that to be true. I think that is a false statement because sports teams get drug tests periodically and if the member of a sports team is serious, they would not abuse alcohol and let their entire team down. I believe that extracurricular activities gives students something to do instead of experimenting with drugs. When participating in an after school activity, it is time consuming which leaves no time for fooling around with drugs or alcohol. I was surprised when college attendance was related to high school activities, but after reading it I am able to understand more about why researchers would believe that to be true. I think that this article did a great job supporting my question of if extracurricular activities increase academic performance.
Barber, B. L., Stone, M. R., Hunt, J. E., & Eccles, J. S. (2005). Benefits of activity participation: The role of identity affirmation and peer group norm sharing. In J.Mahoney, R. W.Larson, & J. S.Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs (pp. 185–210). Hillsdale, NJ: Erlbaum.
<A href="">Is Extracurricular Participation Associated With Beneficial Outcomes? Concurrent and Longitudinal Relations.</A>
News Source:
Brian J. Howard of The Journal News, composed the article, “A Throwback to the 1800’s” This article is not just about the past, it is about the correlation between extracurricular programs and education. In Carmel, New York, the seventh grade baseball team brings the game to a whole new level. “What we do is, we learn about 19th century baseball before there were the major leagues, before there was the Babe Ruth’s or any famous stars.” The school’s baseball team took turns reenacting the wartime existence of Continental soldiers to delving into the daily lives of Civil war-era players who worked hard to spread awareness across New York. The Carmel team wore replica uniforms when they played and the teacher Keith Reilly proudly explained that they used living history in baseball in order to make it interesting and to learn about culture. Reilly “thinks it is important for the students to understand the importance of sports in order to understand culture.” The students were able to bring patriotism into the game of baseball and incorporate learning in afterschool activities.
I believe that this article is a great way to show how extracurricular activities help with academic improvement. In this article it is proven that activities such as sports are taken to another level and incorporate learning into their everyday practices and games. Schools are really trying to target students to learn in ways other than inside of the classroom. I think that when learning is brought to a fun and relaxed environment, it is easier for the students to learn because there is not as much pressure. I would love to learn in a fun way, because it would allow me to remember circumstances where I was learning, in order for memorization to be easier. Brian J. Howard demonstrated this article very well and has helped me prove my point that academics are a positive aspect of after school programs.
Howard, B. J. A throwback to the 1800's. The Journal News, 1.
ERIC Digest:
The Afterschool Alliance in Washington, D.C supports how after school programs have improved grades and increased student attendence within the article, "Afterschool and School Improvement". After school programs such as student led organizations, clubs, sports and homework centers are proven to enhance student's knowledge and improve a school's performance. It has been shown that after school activities are key elements in turning around an under-performing school. This is because when the state or Congress see's after school programs, it indicates that the school is trying to better its students. In this article, the superintendent of Philidelphia and the governer of Virginia have used afterschool programs to turn their school districts around, and Congress then recognizes these benefits. More than 7,000 schools in the United States are under the "Need Improvement" category, according to the State Department of Education, and these programs help. The Afterschool Alliance looked at a National Associatation survey and principals say these programs have improved academic performance, provided safe enviornments and helped the school connect with the community. Since 1982 the United States Department of Education has had a Blue Ribbon Success award which awards schools of their achievments, and the ones with the great after school clubs and activities are looked at highly for this award. About 264 schools in the United States have achieved this award in 2001 and it is hoping to increase over the years.
I believe that this article states a lot about after school programs. In my attempt to research why after school programs are successful, I have not found the imformation that i have in this article. Reading and understanding that after school programs benefits the school's profile is surprising to me, although seems to make sense overall. I agree with this article for the most part, but I do not believe that schools should just provide these activities in order to recieve a good repuatation, schools should be offering these activities because they want their students to do well. What was similar to the other articles is that other principals and departments of education feel the same way about the student organizations, that they are helpful in academic improvement. I have found that the majority of all of the articles I have researched believe extracurriculars improve education. This article was able to help me out a lot in supporting my overall research question.
Afterschool and School Improvement. . (2008).Afterschool Alliance, 2.
No Child Left Behind, Supplemental Services, “How many schools are in need of improvement?” 2002, available from
http://www.nochildleftbehind.gov/parents/supplementalservices/index.html
Article:
Robert Goerge, Gretchen R. Cusick, Miriam Wasserman, and Robert Matthew Gladden are the authors of "After-School Programs and Academic Impact: A Study of Chicago's After School Matters" in Chaplin Hall Center For Children. This article discusses Chicago's After School Matters (ASM) program and how it effects children. It has been shown that after-school programs for students have become increasingly high and promote positive youth development (Eccles & Gootman, 2002; Simpkins, 2003). Although this article does state that after school programs may serve for negative behavior, such as sexual activity and promoted drinking, faculty and staff of the Chicago schools believe that the negative effects do not compare to the countless positive effects of these programs. These after-school activities are not focused to create a better curriculum, but they tend to do so by their motives. The Chicago's After School Matters program is intended to help students with homework and focus on academic related topics outside of the classroom, and this program has been very successful for the school and its students. The program is one of the largest of its kind for high school students and has led to decreasing the rate of drop out students. This article shows how extracurricular activities are important to a school and it provides a direct correlation to academics and activities.
I believe that Robert Goerge, Gretchen R. Cusick, Miriam Wasserman, and Robert Matthew Gladden did a great job on introducing Chicago's After School Matters program. The authors were able to introduce the program and how and why it has been so successful. This article, which was produced in January of 2007 supports the extracurricular program and how it betters students. Although the article did speak about negative aspects of extracurricular's the positives seem to override the negative in this situation. I believe that this article focused on exactly what I needed in order to support my research question.
Goerge, R. (2007, January). After- School Programs and Academic Impact: A Study of Chicago's After School Matters. Chapin Hall, 7.